ISBN-10:
0205578454
ISBN-13:
2900205578459
Pub. Date:
02/27/2008
Publisher:
Pearson
Tech Tactics / Edition 3

Tech Tactics / Edition 3

by Carolyn Thorsen
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  • Product Details

    ISBN-13: 2900205578459
    Publisher: Pearson
    Publication date: 02/27/2008
    Series: Pearson Custom Education Series
    Edition description: New Edition
    Pages: 336
    Product dimensions: 6.00(w) x 1.25(h) x 9.00(d)

    Table of Contents


    Chapter One

    Teaching with Computers Effectively?    3

    Technology Operations and Concepts  3    Learning Environments  4  
      Teaching, Learning, and the Curriculum  5    What Is an Instructional Model?  6    Assessment and Evaluation  7    Productivity and Professional Practice  8    Social, Ethical, Legal, and Human Issues  9  
      Preparing Students for the World of Work  10

    Three Kinds of Computer Use    11

    Teaching about Computers: Computer Literacy  11    Using
    the Computer as a Teacher for Your Students  13    Using a Computer
    as a Cognitive Tool  15

    Summary    18

    References    18

    Annotated Resources    20

    Chapter Two  

    An Introduction to Computers for Teaching 22

    Objectives    22

    Instructional Models and Computers    25

    What Does the Research Say about Using Computers in Classrooms?  26  
      Constructing Technology-Supported Lessons  28

    Summary    30

    References    30

    Annotated Resources    30

    Part Two   
    The Internet: Information Retrieval
    and Communication

    Acquiring and judging the value of information and exchanging information are the topics of Part Two of this book. One of the greatest strengths of the Internet is its role as a repository of information. In addition, Internet-based communication, including e-mail and web-based conferencing, helps students acquire information from each other and from experts. It provides opportunities for collaboration
    during problem-based learning activities. Furthermore, the Internet is becoming
    a classroom itself. It is a medium in which a broad range of courses and learning activities are available for both children and adults. In addition to its role as a repository for information, the Internet is a powerful tool for communication.
    You will learn how to design instruction based on communication over the Internet. As your students use the Internet for this purpose, they will improve their writing skills as they acquire information.

    Chapter Three  
    Information Retrieval 32

    Objectives    32

    A Short History of the Internet    32

    The Modern Internet    34

    Using the Internet for Research    35

    Asking Questions  35    Accessing Information  37    Analyzing  39  
      The WebQuest  42    Copyright Issues and the Internet  45    Bloom’s Taxonomy and Internet Research  47

    Listservs    48

    Distance Learning    50

    Interactive Television  50    Internet-Based Courses  51    Summary
    of Key Elements of Distance Instruction  52

    Summary    52

    References    53

    Annotated Resources    55

    Chapter Four 
    Web Tools: E-mail and Discussion Boards 58

    Objectives    58

    E-mail    59

    Discussion Boards    62

    A More Elaborate Use of E-mail    67

    Asynchronous Communication: Tools and Methods    71

    E-mail  71    Web Boards  73    Keeping Track in a Discussion: Three Ways  74    Search Function  75    Discussion Monitoring  77    Planning and Evaluating Asynchronous Communication Projects  78

    Summary    81

    References    81

    Annotated Resources    81

    Part Three   Displaying Information

    Before the computer, students had fewer formats in which they could display
    information. They wrote most reports in text–handwritten or typewritten. Some students would cut pictures out of magazines to include with reports. All charts and graphs were hand made and hand calculated. Students with poor writing
    skills had limited opportunities to work with many facts and ideas on the higher levels of Bloom’s taxonomy because they had to be more concerned with pro­ducing a legible product with passable grammar. This is not to say that legibility and grammar are not important, but a focus on them can keep students from learning other skills that are just as important. Presentation software and word processors allow students to work with large ideas and concepts, much as the
    calculator shifts students from a focus on computational errors to looking at the large ideas in mathematics.

    The process that students use to display information in a computer-based presentation provides opportunities for them to organize and contextualize the
    information. Organizing information, or, better, finding the organization that is inherent in information, is one way to learn it well (Gagne et al., 1993; Woolfolk, 2000).*

    *References for Woolfolk and Gagne et al. appear in Chapters 5 and 6, respectively.

    Chapter Five  
    Presentation Software 83

    Objectives    83

    Office Suites and Teachers–How Do They Apply
    to Classrooms?    83

    Capabilities of Office Suites  83    Office Suites and Projects  83

    Presentation Software    86

    Displaying Information: Key to Creating Understanding  88  
      The Role of Interactivity  88

    Executing a Hypermedia-Supported Lesson Plan    91

    Summary    92

    References    93

    Annotated Resources    93

    Chapter Six  
    Graphic and Interface Design Principles 94

    Objectives    94

    Rule 1: Use General Design Principles  95    Rule 2: Orient
    Users  95    Rule 3: Justify Text Appropriately  97    Rule 4: Limit Type Styles  98    Rule 5: Limit Colors  98    Rule 6: Standardize Use
    of Colors  99    Rule 7: Enhance Text with Graphics and Interactivity  99    Rule 8: Eliminate Superfluous Items  99    Rule 9: Use Upper-
    and Lowercase  99    
    Rule 10: Keep Text Lines Short  100    Rule 11:
    Use Single Spacing  100    Rule 12: Simplify the Structure  100    Rule 13: Limit the Focus  100    Rule 14: Provide Emphasis  101    Rule 15: Know Your Audience  101    
    Rule 16: Do Not Flash  101    Rule 17: Use Lists  102    Rule 18: Navigate Consistently  102    Rule 19: Do Not
    Stack Text  102    Rule 20: Include Multiple Graphic Types  102    Rule 21: Organize the Screen  102    Rule 22: Size Matters  103    Rule 23: Placement Matters  103

    Summary    105

    References    105

    Annotated Resources    105

    Chapter Seven 
    Outlines, Idea Maps, and Storyboards 107

    Objectives    107

    Outlines    108

    Idea Maps    109

    Concepts: Examples and Properties  111    Questions and Answers about
    Idea Mapping  113

    Storyboards    120

    Branching    121

    Hot Words  121    Hot Graphics  122    Icons  122  
      Menus  122    Branches That Help Users Get around
    in the Software    123

    Summary    126

    References    129

    Annotated Resources    129

    Chapter Eight 
    Evaluating Student Presentations 131

    Objectives    131

    Rubrics    131

    Creating Standards for Your Students  132    Some Notes
    on the Components of the Rubrics  134

    Questions and Answers about Using Multimedia
    Presentations    140

    Summary    141

    References    142

    Chapter Nine 
    Educational Applications of Word Processing 143

    Objectives    143

    Management Issues: How Many Computers
    Do You Have?    144

    One-Computer Classroom  144    Five-Computer Classroom:
    “Jigsaw Model”  144    Laboratory  145

    The Models: Using the Word Processor to Teach
    Content and Skills    145

    High-Level Analysis and Skills  146    Targeted Learning Problems  151

    Word Processing Tips    151

    Bullets and Numbered Lists  151    Using Tables to Organize
    Information  152    Making Links to the Internet  152  
      Importing Information from Other Applications  154    Spelling
    and Spell Checkers  154    Readability Statistics and Grammar
    Checkers  156

    Text-Reading Software    157

    Summary    161

    References    161

    Annotated Resources    162

    Part Four   
    Analyzing Data with Databases
    and Spreadsheets

    Chapter Ten  

    Databases: What They Are and How They Work 163

    Objectives    163

    Solving Problems Outside the Classroom: Three Stories    164

    A Business Problem  164    A Scientific Problem  164  
      An Ethical and Sociological Problem  164    Databases Help
    People Think about Difficult Problems  165

    Databases in the Classroom    165

    How Do Databases Support Student Learning?  166    What Do
    Students and Teachers Need to Know?  167

    Getting Started: Teaching the Tool    167

    Form View  168    Table View or List View  169

    Sorts and Queries    172

    The Sort: Putting Information in Order  172    The Query: Classifying Information  175    Grade-Level Suggestions  178    How to Provide Student Assistance  179

    Planning Your Database    182

    Summary    184

    References    185

    Chapter Eleven  
    Building a Database-Supported Lesson 186

    Objectives     186

    Templates for Building Database-Supported Lessons    186

    Learning with a Database: Describing an Unknown    188

    Analyzing a Lesson Plan    193

    Understanding the Steps    195

    Set Up the Problem  195    Teach the Nature of the Questioning
    Process  199    Focus and Explore  200    Students Write Their
    Own Questions  201    Require a Product  204    Have Students
    Make Comparisons  204    Encourage Students to Resolve
    Discrepancies  205    Encourage Students to Think about Using
    Databases to Solve Other Problems  205

    Summative Evaluation of a Database Project    205

    Summary    209

    References    210

    Annotated Resources    210

    Chapter Twelve  

    Acquiring Data 212

    Objectives    212

    How Do Teachers Acquire Datasets?    212

    Data on the Internet: Examples of Some Good Sites  213

    Formatting Data for Use in a Database    215

    Technique 1: Making Raw Internet Data Usable  215    Technique 2: Internet Databases with Their Own Search Engines  218    Technique 3: Building Your Own Database  219

    Summary    220

    References    220

    Annotated Resources    221

    Chapter Thirteen  
    Using Spreadsheets to Think
    about Numbers 223

    Objectives    223

    Numbers as Tools beyond Math    223

    Choosing the Problem  225

    The Versatile Spreadsheet    225

    Easy Spreadsheet Tools  225

    Descriptive Statistics    228

    Example: Understanding How Soil Affects Plants  228

    Descriptive Statistics: What Do They Mean?    233

    Mode  234    Median  234    Mean  235    Mean,
    Median, and Mode and Scales of Measurement  235    Standard
    Deviation  237

    Using Simple Arithmetic Outside the Math Class  237

    Charts and Graphs    240

    Bar Charts and Column Charts  240    Pie Charts  242    Area Charts and Bar Charts–Looking at Data over Time  243    Pivot
    Tables  243    Formulas  244

    A Model for Spreadsheet Use    247

    Bloom’s Taxonomy and Spreadsheets    247

    Summary    247

    References    249

    Annotated Resources    250

    Appendix A  Your Network 251

    Appendix B  File Management 259

    Appendix C  Chat and Internet Conferencing 263

    White Board    263

    Application Sharing    264

    File Sharing    266

    Advantages and Disadvantages     266

    Audio and Video Conferencing    267

    Appendix D  Concept Maps 273

    Idea Maps for Events    277

    Looking at the Big Picture    283

    Appendix E  
    Sample Database for an English Class 287

    American Society Reflected in Fiction    287

    Step 1  288    Step 2  288    Step 3  289    Step 4  289

    Index    291

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